Litbevn Padilla Medina ‘Theorist Matrix Name of Category Main Idea ‘Application Theorist “4 Stages “Guided discovery learning -Sensorimotor -Help meet their cognitive Piaget Cognitive | -Preoperational level -Conerete operational “Social tnteractions “Group work/interaction Vygotsky Cognitive | -Zone of proximal -Different ages, different development. learning levels interact. “Hierarchy of needs): | -Breakfast in the classroom 1. Physiological -Reviewing safety Maslow Humanistic} 2. Safety procedures 3. Belonging -Praising success 4, Esteem -Giving opportunities 5, Self-actualization -Structured lessons “Ecological model “Being aware of the development student’ life Bronfenbrenner | Ecological | -Idea of systems -Being aware of how they -Microsystem- most directly | are coming in the classroom affects child -Mesosystem, exosystem, macrosystem, chronosyste Each stage can be resolved | ~Taking initiative or trying -Trust vs mistrust -Opportunities to perform Psychosocial | Autonomy vs shame tasks on their own Initiative vs guilt Emphasizing identity -Industry vs inferiority search is ok / praise success ~Classical conditioning 1. Claps 3 times, not quiet. Pavlov Behaviorist | -Conditioning a behavior —_| Claps 3 timestsays to quiet -Stimulus with conditioned | down, students quiet. Claps response 3 times students quiet ~Operant conditioning ~Students that behave get Skinner Behaviorist | -Behavior and consequence | rewards, students who Positive or negative don’t, receive punishment “Modeled behavior “One sitting correctly, the ~4 phases: attention, rest will follow. Bandura Social _ | retention, reproduction, ~Ilike how they are Leamer_| motivation sitting”= students will copy =Theory of moral reasoning | -Classroom rules -Level 1: Preconventional | -Rules contract -Level 2: Conventional Self-evaluation reflection Kohlberg Moral | -Level 3: Post-conventional | Clear punishments for bad Each level has wo distinet_| pchavior stages -Rewards for good behavior v